Summary
The case for the use of a particular methodology must be made by its advocates. The case for traditional LD concepts of cognitive processing deficits and severe discrepancy is not supported by documented benefits for children and youth. In fact, these conceptions cause harm by delaying treatment, wasting resources in the collection of data that are irrelevant to treatment, and focusing attention on variables unrelated to effective treatment. Alternatives that answer more effectively the continuing special education question of documented benefits to children and youth need to be established, implemented, evaluated, and disseminated widely through continuing education and changes in LD policies and practices.
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